Behavioral Intervention Strategies and Applied Behavior Analysis prepares special education teacher-candidates for one of the field's most challenging realities — supporting students with behavioral and emotional exceptionalities, grounded in real data.
What D753 covers
The course prepares special education teachers to work effectively with students exhibiting challenging behaviors, focusing on students with behavioral and emotional exceptionalities. It provides an overview of behavior disorders and their characteristics, and research-based intervention strategies including positive behavior intervention and supports, multitiered systems of support (MTSS), applied behavior analysis, replacement behavior, and reinforcement strategies.
The course examines behavioral assessment and analysis, functional behavior assessment (FBA), and the creation and monitoring of behavioral improvement plans (BIP) implementable in an authentic learning environment.
The D753 performance assessment
Expect a performance assessment requiring you to conduct a functional behavior assessment for a given student scenario and design a behavioral improvement plan grounded in applied behavior analysis principles.
Key topics in D753
- Functional behavior assessment (FBA)
- Behavioral improvement plans (BIP)
- Applied behavior analysis
- Positive behavior intervention and supports
Writing tips for D753
Follow the task instructions and rubric line by line
WGU performance assessments for D753 are graded against a fixed rubric — every rubric line has to be visibly addressed, usually with a labeled heading that mirrors the rubric language. Skipping a rubric point because it seems minor is the single most common reason a competent submission comes back "Not Yet Competent" for revision.
Ground every claim in a specific grade band and student population
Elementary Education courses like D753 typically ask you to design instruction for a specific grade range and set of learner needs rather than write about teaching in the abstract. Evaluators are checking whether your reasoning fits that concrete classroom situation — vague, generic statements about "good teaching" usually lose rubric points for lacking that grade-band specificity.
Because WGU is self-paced, don't let "no deadline pressure" become no submission
There's no weekly due date forcing progress, which means procrastination costs more at WGU than at a traditional term-based school — a stalled task can quietly eat weeks of a term. Treat your own target date for each D753 assessment as a real deadline.
Stuck on your D753 task?
Our writers know WGU's competency-based format and this course's performance assessment. Get an original, properly cited paper matched to your task instructions.
Why students seek help with D753
Candidates sometimes propose interventions without a genuine FBA-based analysis of the behavior's function (what is the behavior communicating or achieving for the student?) — the rubric typically wants that functional analysis to drive the intervention choice, not an intervention chosen first and justified after.
How GradeEssays helps with D753
Share your student scenario and rubric, and your writer will build a genuine FBA-driven analysis and a BIP whose strategies are explicitly justified by that functional analysis.
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Share your task instructions and rubric and we match you with a writer who knows this course and WGU's evaluation standards.
Place Your Order View All ServicesPrerequisites and program context
D753 has no listed additional prerequisites and is part of WGU's undergraduate Elementary Education teacher-licensure curriculum.